Exploration Of Classroom Life In Primary School From The Perspective Of Interactive Communication

The focus on primary school classroom life stems from both personal observations and the real challenges faced by primary school classrooms today.On one hand,in the context of the information age,"online teaching" and "virtual classrooms" have become important forms of classroom instruction,questioning the physical value of classroom life.On the other hand,classroom life is often seen as a vehicle for implementing curriculum and specific teaching functions,and its overall value is often overlooked.Classroom life is the integrated educational experience of teachers and students in a school,which involves both classroom teaching and recess life,mainly focused on the interactions within the classroom environment.Thus,classroom life is an organic entity formed by the interaction of various elements,characterized by its irreplaceability,immediacy,and relational nature.The entire study aims to strongly defend the unique value of classroom life.The study takes interactive communication as the research perspective to explore how classroom life operates and depict its overall picture.Firstly,the study uses literature analysis to summarize existing research and identify research limitations,Next,incorporating field research in primary schools,the study describes the overall appearance and internal connections of primary school classroom life.By collecting and analyzing data through methods such as attending classes,participating in class activities,classroom observations and focused informal interviews,the study presents the reality of primary school classroom life.In the research,theoretical analysis is combined with practical reflection,reconstructing the elements,interactions,and processes of classroom life through observing and analyzing the interactive communication between teachers and students.The research content are as follows:Firstly,the introduction provides an overall explanation of the study,explaining its origins and significance.Through literature review and analysis,the study defines the research theme as the exploration of the process mechanism of primary school classroom life and the research perspective as the interactive communication between teachers and students.With "classroom life" and "interactive communication" as the core concepts,the study focuses on how teachers and students interact in classroom life and the overall appearance of classroom life.Appropriate research methods are selected to form a comprehensive research design.Secondly,based on the analysis of the ontology distinction,entity composition,and appearance of classroom life,the study analyzes the element structure and the process mechanism of primary school classroom life.Specifically,(Chapter 1)classroom life is both a daily life and an institutional norm,possessing dual attributes of daily life and institutional norms.This provides practical significance for the interaction.Subsequently,(Chapter 2)classroom life is the integration of formal classroom teaching and daily recess life,forming the content foundation of interactive communication,characterized by unity,immediacy,and relationality.Furthermore,(Chapter 3)Through field research in primary schools,the study summarizes three types of expressions of primary school classroom life,namely competition-surpassing,divergence-awareness,and cooperation-symbiosis.Competition,divergence,and cooperation are specific forms of interactive communication,while surpassing,symbiosis,and awareness represent the aim of interaction,aiming at achieving a higher level of classroom life.Finally,the study conducts horizontal structural analysis and vertical process analysis of primary school classroom life,extracting the regulatory mechanisms of classroom life(Chapter 4).Regulatory mechanisms refer to the interaction and functioning process of elements in the dynamic process of interactive communication in the classroom life.It is based on the collective classroom life of teachers and students,with the establishment,maintenance,and interpretation of classroom norms as the core content,and the "constructiondeconstruction-construction" of the normative system itself as the intrinsic driving force of classroom interaction.There are three specific functioning modes of regulatory mechanisms: acquisition-regulation,integration-regulation,and communication-regulation,which have practical value for the overall classroom life.Lastly,(Chapter 5)The study returns to the perspective of education,attempting to depict an idealized classroom life: a fully integrated space of teaching and recess life,harmonious and diverse relationships between teachers and students,nurturing life moving from teaching collectives to a living community,consciousness of concept of rule.The description of the ideal classroom life also provides possible optimization paths for the current practice of primary school education.